AI-DRIVEN TECHNOLOGY INTEGRATION AND PEDAGOGICAL INNOVATION IN EDUCATION: A SYSTEMATIC LITERATURE REVIEW

The rapid advancement of Artificial Intelligence (AI) has profoundly transformed the global educational landscape, necessitating a comprehensive understanding of how technology integration supports pedagogical innovation across diverse educational contexts. Despite the growing body of literature on AI in education, existing studies remain fragmented, often focusing on individual dimensions such as adaptive learning, immersive technologies, teacher readiness, or ethical issues, with limited synthesis of their interconnected roles in sustainable educational transformation. This Systematic Literature Review (SLR) aims to synthesise contemporary research on AI-driven technology integration and pedagogical innovation in education. The review followed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) 2020 guidelines to ensure methodological rigour and transparency. A total of 1,485 records were retrieved from the Scopus and Web of Science (WoS) databases, of which 36 peer-reviewed studies published between 2020 and 2025 met the inclusion criteria and were included in the final qualitative synthesis. An integrative thematic analysis revealed four overarching themes: (1) AI-Driven Transformation and Curriculum Innovation, highlighting educator readiness, curriculum redesign, adaptive instruction, and value-driven innovation; (2) Immersive and Extended Reality (XR) Learning Environments, emphasising the use of virtual, augmented, and mixed-reality technologies to enhance experiential learning, pedagogical alignment, and cognitive engagement; (3) Digital Pedagogy, Teacher Competence, and Inclusive Access, underscoring the importance of professional development, institutional support, cultural responsiveness, and equitable digital participation; and (4) Ethical, Institutional, and Sustainable AI Governance, emphasising ethical AI implementation, institutional leadership, policy development, digital equity, and long-term sustainability in educational transformation. The findings indicate that successful AI integration extends beyond technological adoption and depends on the interaction between pedagogical competence, institutional readiness, ethical governance, and inclusive educational practices. This review contributes to the literature by providing a comprehensive synthesis that integrates technological, pedagogical, organisational, and ethical perspectives within the Technological Pedagogical Content Knowledge (TPACK) framework, offering evidence-based insights for educators, institutional leaders, and policymakers seeking to implement sustainable AI-supported educational transformation.